270 Index
deaf scholar: career of, 173–74; in deaf studies
field, 54; position as, 3; role of, 106
deaf schools, 43. See also deaf education; specific
schools
deaf/sign communities: heterogeneity of, 23;
sustainability perspective on, 15
deaf studies: autochthony and, 159; culture-
sensitive approach to, 210; epistemological
perspectives in, 42; as field, 36; in
Flanders, 3, 197; global perspective and
cultural critique in, 43–46; movement
toward reflexivity in, 178–79; origin
stories in, 164; postmodern stance of,
41–42. See also quest for deaf identity and
deaf studies
deaf ways of education, 47, 91
De Clerck, G., 25–26, 49, 156
Democratic Republic of Congo, sign language
in, 86
Denmark: emancipation in, 137; sign language
in, 27, 137; trips to, 62, 67–68, 132
De Sardan, J. P. O., 121
desire for telling one’s story, 161–63
despair, origins of, 233
development, emergent concepts of, 215
development practice: in Cameroon and
Uganda, 226–32; deaf indigenous learning
and, 237–40; as interaction between hope
and despair, 215–18; new concepts of,
232–36; transformative use of theater and,
224–26
development tree. See tree, metaphor of
De Wachter, D., 32
Deweerdt, Paul, 151
Diale, B., 237, 239–40
dialogue: giving back knowledge to community
through, 213; intercultural, 156–60;
intergenerational, 18, 154–56
dialogue approach to education, 71
disability, social factors of, 88–89
disability mindset, counter to, 24
discrimination at Gallaudet, 96
doctoral dissertation: defense of, 176–77,
193, 204–5; existential conflict over, 198;
questions on authorship and stance of,
194–96
doctoral studies of author, 140, 190, 191–96
Doho, Gilbert, 224double discursive competence, 51, 101, 141
Doucet, A., 178
“drinking” money concept in Cameroon,
118, 119El Kaouakibi, Shihame, 168
emancipation: deaf culture notion and,
42–43; definition of, 99; three-stage
model of, 43–44, 129, 148. See also deaf
emancipation
emotion: in deaf development, 215–18;
geopolitical interaction and, 11–13, 19;
role of, 13–14
empowerment: definitions of, 68–69;
ethnographic self and, 176–80; key factors
in, 68; one-sided notion of, 203; paradox
of research on, in disempowering context,
196–205; power effects and, 132–34. See
also deaf empowerment
Endangered Languages Documentation
Program, 222
Engeström, Y., 232, 233
Epée, Charles-Michel de l’, 164, 181
epistemological equity, 34–36, 124, 217
epistemological stance of research, 20
Erting, C., 47
Eskell-Blokland, L., 225
essentialism: as construction of cultural
identity, 85–86; debate on, 48–53, 54
ethnographic research, 1
ethnographic self, 174–75, 176–80,
213–14
Ethnographic Self as Resource, The (Collins &
Gallinat), 177
ethnography: integrated, 177; performance,
108; strength-centered, 3, 205–14
Europe: terror and suicide attacks in, 12;
universalism in, 171
Extreme North Cameroon, 109n7, 123, 220,
235–36
Extreme North Cameroon Sign Language
(ExNorthCamSL), 16, 212, 222, 236Farmer, P., 209
feminist theorizing, 35n
Ferguson, J., 235
Fevlado. See Flemish Deaf Association
Feyerabend, P., 38–39